Continuity of Learning During COVID-19 Resource Database

Language Routines for Multilingual Families has six components: (1) share stories, (2) describe things, (3) sing songs, (4) watch TV, (5) read books, and (6) cook meals. For each component there are suggestions for activities that families can engage in within their daily routines and that require either low- or no-tech. This one-page resource is available in English, Spanish, Portuguese, French, and Swedish. We know that during remote learning multilingual/Emergent bilingual students are experiencing language loss. These activities are great suggestions for using family assets to encourage language production in any language.

To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches.

The purpose of Inclusion Tiles is to support understanding of the true meaning of diversity and meaningful inclusion. Meaningful inclusion is hard to put into words and action, and these tiles help to start the conversation and support people of all ages along their inclusion journey.

This lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades using a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. The collection, adapted from content developed by the University of Florida Literacy Institute, includes a tip sheet, a video examples, and slides illustrating the lesson.

To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches.

This resource focuses on the accessibility supports already available on the devices many families may already have in their homes to support continuity of learning with accessible educational materials.

This lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades using a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. The collection, adapted from content developed by the University of Florida Literacy Institute, includes a tip sheet, a video examples, and slides illustrating the lesson.

Brief guidance provided on key questions to consider when planning purposeful adaptations to evidence based practices for new contexts such as online learning or blended learning environments.

Need key strategies on educational and transition planning for deaf students? A flexible, positive approach along with resources, tip sheets, and toolkits can support for Fall 2020 and beyond.

Useful, relevant resources from state deaf-blind projects, NCDB, OSEP, and other sources to inform distance TA while schools are closed during the COVID-19 pandemic. Includes resources to share with families and educators.

This resource focuses on how to use inclusive practices in online environments and highlights how the best practices for including special populations are also the best practices for all students. There are also considerations for teachers around planning inclusive online learning.

Communication is necessary whether students are schooling at home or in school. This resource describes what teachers can do to support students who are using Augmentative and Alternative Communication (AAC) even when they are not in the same location as the student.

Families may start to feel “stuck” during distance learning. This resource offers strategies and tools to help families and students get “unstuck” when frustrated with distance learning.

While most change happens slowly, COVID has forced schools and families to change quickly. This resource offers questions and suggestions for administrators, teachers, and families as e

This resource can help educators create and modify online learning experiences to engage all their students, including students with complex learning needs.